ARNG-SLC - Conduct Military Briefings 805B-PCB9T010 / Version 2.1 Effective Date Not Assigned. 2.2 ARNG Recruiting and Retention SLC (Draft)

Transcription

1 ARNG-SLC - Conduct Military Briefings 805B-PCB9T010 / Version 2.1 Effective Date Not Assigned SECTION I. ADMINISTRATIVE DATA All Course Masters/POIs Including This Lesson Courses Course Number Version Title Phase Status 805B-79T4 (SLC) 2.2 ARNG Recruiting and Retention SLC (Draft) N/A Analysis POIs POI Number Version Title Phase Status 805B-79T4 (SLC) 2.2 ARNG-SLC-Senior Leader Course Draft 31jan14 0 Analysis Task(s) Taught(*) or Supported Reinforced Task(s) Task Number Individual 805B-79T-3205 (*) Task Number Task Title Conduct a Military Briefing Task Title Knowledge Knowledge Id Title Taught Required 805B-K-0001 Know Dress for Success Program Yes Yes 805B-K-0014 Know Microsoft Office Suite Yes Yes 805B-K-0025 Know Command Guidance Yes Yes 805B-K-0076 Know Your Audience Yes Yes Skill Skill Id Title Taught Required 805B-S-0007 Operate A Computer Yes Yes 805B-S-0016 Develop an Outline Yes Yes 805B-S-0039 Request Resources/Training Aids Yes Yes 805B-S-0049 Prepare and Execute Briefings Yes Yes 805B-S-0062 Perform Analysis of Information Yes Yes 805B-S-0065 Perform Organizational Skills Yes Yes 805B-S-0073 Perform Problem Solving Yes Yes 805B-S-0075 Perform After Action Review Yes Yes 805B-S-0027 Utilize Active Listening Yes Yes 805B-S-0035 Perform Research Skills Yes Yes 805B-S-0083 Access Reference Army Publications Yes Yes 1

2 Administrative/ Academic Hours The administrative/academic hours required to teach this lesson are as follows: Academic Resident Hours / Methods Yes 0 hrs 40 mins Facilitator Yes 0 hrs 10 mins Conference/Discussion Total Hours: 1 hr 0 mins Test Lesson(s) Hours Lesson Number Version Lesson Title Prerequisite Lesson(s) Training Material Classification Foreign Disclosure Restrictions References Hours Lesson Number Version Lesson Title Security Level: This course/lesson will present information that has a Security Classification of: U - Unclassified. FD5. This product/publication has been reviewed by the product developers in coordination with the SMTC-PEC foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. Number Title Date FM 6-0 Student Study Assignment Students must read ahead Chapter 7, FM 6-0. COMMANDER AND STAFF ORGANIZATION AND OPERATIONS 05 May 2014 Instructor Requirements SMTC Qualified Instructor(s) Support Personnel Requirements Additional Support Personnel Requirements Name Student Ratio Qty Man Hours 2

3 Equipment Required for Instruction Materials Required ID - Name Student Ratio Instructor Ratio Spt Qty Exp C Power 1:5 1:1 No 0 No Supply Assembly, TYX: Battery Back Up UPS APC C Projector, 0:0 1:1 No 0 No LCD/DLP: ELP7200 Epson C Screen 0:0 1:1 No 0 No Projection, Rear/Fixed or PT: 980S Quartet C COMPUTER, 0:0 1:1 No 0 No PERSONAL WORKSTATION C COMPUTER 1:1 0:0 No 0 No MICRO LAP TOP PORTABLE AC Display Unit: 0:0 1:1 No 0 No Smartboard White Marker 1:5 5:1 No 0 Yes Assortment, Tube Type C Easel, 1:5 0:0 No 0 No portable with/without Access TY SZ AA: QRT500TE Quartet C Television Large Screen, with Stereo Speakers: Regza 42RV530U Toshiba 0:0 2:1 No 0 No (Note: Asterisk before ID indicates a TADSS.) Instructor Materials: Instructor will need FM 6-0. Student Materials: Student will need FM 6-0. Classroom, Training Area, and Range Requirements ID - Name Quantity Student Ratio M Classroom, Multipurpose, 1600 Square Feet, 40 Students Setup Mins Cleanup Mins 1: Ammunition Requirements DODIC - Name Exp Student Ratio Instruct Ratio Spt Qty Instructional Guidance NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Instructor will need to be very familiar with the 4 types of briefings withing FM 6-0 in order to faciliate the class. Proponent Lesson Plan Approvals Name Rank Position Date NO DATA 3

4 SECTION II. INTRODUCTION Method of Instruction: Conference/Discussion Instr Type (I:S Ratio/Qty): 79T Certified Instructor (1:16/0) Time of Instruction: 5 mins Instructional Strategy: Small Group Instruction Motivator As recruiters, we get accustomed to delivering powerful and persuasive speeches and presentations. From time to time, especially at higher ranks, we are required to deliver a military briefing. The Commanders and Leaders we brief are going to expect you to deliver your information according to the standardized format. Today, we are going to talk about the 4 types of Military Briefings found in FM 6-0. Show VU:1 Conduct Military Briefings Show VU:2 TLO Terminal Learning Objective NOTE. Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Conditions: Standards: Conduct Military Briefings In a classroom environment with a requirement to deliver a military briefing, and access to an Area Strength Maintenance Plan and FM 6-0, Chapter 7: Military Briefing. Student must deliver an Information Brief that covers an Area Strength Maintenance Plan and receive an 80% or higher on a grading rubric to recieve a GO. Safety Requirements In a training environment, leaders must perform a risk assessment in accordance with FM 5-19, Composite Risk Management. Leaders will complete each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil consideration, (METT-TC). No food or drink is allowed near or around electrical equipment (CPU, file servers, printers, projectors, etc.) due to possible electrical shock or damage to equipment. Exercise care in personal movement in and through such areas. Avoid all electrical cords and associated wiring. In the event of an electrical storm, you will be instructed to power down equipment. Everyone is responsible for safety. A thorough risk assessment must be completed prior to every mission or operation. In the event of a tornado, or other adverse weather, designated storm shelters provide protection. In Saratoga Hall, the designated storm shelters are: all latrines. Risk Assessment Level Low - Power and Data Cables on the floor. Assessment: Power cords and data cables may cause a potential tripping hazard. 4

5 Controls: Tape or secure cables to the floor. Leader Actions: Inspect classroom prior to training. Periodically remind students to look down before they move their feet. Low - Food or drink near computer and electrical equipment. Assessment: Food or drinks may spill into electrical equipment and cause an electrical shock and damage equipment. Controls: Do not allow food or drink around electrical or computer equipment. Leader Actions: Inspect classroom prior to training. Identify and correct violations. Low - Electrical storm Assessment: During an electrical storm, surges of electricity can be passed through electrical equipment and can pose a hazard to equipment users. Controls: Power down all electrical equipment. Leader Actions: Conduct exterior inspection of building to ensure no tree limbs are in contact with the building. Locate fire extinguisher(s) and first aid kit(s) and ensure they are functional. Low - Inclement Weather Assessment: Tornadoes, hurricanes or other tropical storms can pose a huge safety risk. Controls: In an emergency, move towards designated storm shelters. Leader Actions: Identify storm shelters in the building and brief students. Environmental Considerations NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations IAW FM , Environmental Considerations {MCRP 4-11B}, and ensure students are briefed on hazards and control measures. Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to FM Environmental Considerations and GTA ENVIRONMENTAL-RELATED RISK ASSESSMENT. It is the responsibility of all Soldiers and DA Civilians to protect the environment from damage. Instructional Lead-in Military Briefings are a systematic way for Army Leaders to get the right information to the right people in a timely manner. During this lesson you will learn how to do deliver a sound briefing as well as what elements are need to prepare for a briefing. 5

6 SECTION III. PRESENTATION TLO - LSA 1. Learning Step / Activity TLO - LSA 1. Information Briefing/Decision Briefing/Steps of Military Briefings Method of Instruction: Facilitator Instr Type (I:S Ratio/Qty): 79T Certified Instructor (1:16/0) Time of Instruction: 30 mins Instructional Strategy: Small Group Instruction Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: This LSA will require the instructor to direct the students to FM 6-0, Chapter 7. Ask the following questions: How many types of briefings does the Army use? Answer: (4) Information, Decision, Mission, and Staff What would you do first when constructing your military briefing? Answer: Plan 1. Information Briefing: Say the follow: An information briefing presents facts in a form the audience can easily understand. It does not include conclusions or recommendations, nor does it result in decisions. The main parts of an information briefing are the introduction, main body, and conclusion. Note: Direct students to (figure 7-1.) and cover the information in detail. Explain to the students the information format will mirror their evaluation on their Strength Maintenance Plan. Examples of appropriate topics for information briefings include, but are not limited to (1). High-priority information requiring immediate attention. (2). Information such as complicated plans, systems, statistics or charts, or other items that require detailed explanations. (3). Information requiring elaboration and explanation. 6

7 2. Decision Briefing: Say the following: a. A decision briefing obtains the answer to a question or a decision on a course of action. The briefer presents recommended solutions from the analysis or study of a problem. Decision briefings vary in formality and level of detail depending on the commander s or decision maker s knowledge of the subject. b. If the decision maker is unfamiliar with the problem, the briefing format adheres to the decision Briefing format. Decision briefings include all facts and assumptions relevant to the problem, a discussion of alternatives, analysis-based conclusions, and any coordination required. Note: Direct student to (figure 7-2.) and briefly discuss c. When the decision maker is familiar with the subject or problem, the briefing format often resembles that of a decision paper: problem statement, essential background information, impacts, and recommended solution. In addition to this format, briefers must be prepared to present assumptions, facts, alternative solutions, reasons for recommendations, and any additional coordination required. 3. Mission Briefing Note: Briefly cover 3 and 4, because these type of briefing are not in the normal scope of work. However, the RRNCO may be required to deliver one of them quarterly. a. Mission briefings are information briefings that occur during operations or training. Briefers may be commanders, staffs, or special representatives. b. Mission briefings serve to convey critical mission information not provided in the plan or order to individuals or small units. Mission briefings (1). Issue or enforce an order. (2). Provide more detailed instructions or requirements. (3). Instill a general appreciation for the mission. (4). Review key points for an operation. (5). Ensure participants know the mission objective, their contribution to the operation, 7

8 problems they may confront, and ways to overcome them. c. The nature and content of the information provided determines the mission briefing format. Typically a briefer will use the operation plan or order as a format for a mission briefing. 4. Staff Briefing 1. Staff briefings inform the commander and staff of the current situation in order to coordinate and synchronize efforts within the unit. The individual convening the staff briefing sets the briefing agenda. Each staff element presents relevant information from its functional area. Staff briefings facilitate information exchange, announce decisions, issue directives, or provide guidance. The staff briefing format may include characteristics of the information briefing, decision briefing, and mission briefing. (See figure 7-1 [on page 7-1]. 2. The commander, deputies or assistants, chiefs of staff or executive officers, coordinating personnel, and special staff officers often attend staff briefings. Representatives from other commands may also attend. The chief of staff or executive officer often presides over the briefing. The commander may take an active role during the briefing and normally concludes the briefing. 5. Steps of Military Briefings a. What would you do first when constructing your military briefing? Answer: Plan b. How many steps are there when preparing an effective briefing: Answer: Plan, Prepare, Execute, and Assess Note: Follow the guidelines of FM 6-0, Chapter 7 (7-13 thru 7-21) and briefly discuss each: Say: Staffs normally follow these four steps when preparing effective briefings 1. Plan: analyze the situation and prepare a briefing outline. (a). Audience. 8

9 (b). Purpose and type of briefing. (c). Subject. (d). Classification. (e). Physical facilities and support needed (d). Preparation timeline and schedule Note: Factors while planning a briefing (see figure 7-3 on page 7-4) (1). Audience preferences for information delivery, such as how the decision maker prefers to see information presented. (2). Time available. (3). Facilities and briefing aids available. 2. Prepare: collect information and construct the briefing. Note: (see figure 7-4 on page 7-5) (a). Collect materials needed. (b). Prepare first draft. (c). Revise first draft and edit. (d). Plan use of visual aids. (e). Check Audiovisual delivery systems (computer and other technical aids) to ensure availability. (f). Practice. 9

10 3. Execute: deliver the briefing Say the following: The success of a briefing depends on a concise, objective, accurate, clearly enunciated, and forceful delivery. The briefer must also be confident and relaxed. The briefer should consider the following: (a) The basic purpose is to present the subject as directed and ensure the audience understands it. (b) Brevity precludes a lengthy introduction or summary. (c) Conclusions and recommendations must flow logically from facts and assumptions 4. Assess: follow up and required Say the following: (1). When the briefing is over, the briefer conducts a follow-up, as required. To ensure understanding, the briefer prepares a memorandum for record. This memorandum records the subject, date, time, and location of the briefing as well as the ranks, names, and positions of audience members. (2). The briefer concisely records the briefing s content to help ensure understanding. The briefer records recommendations and their approval, disapproval, or approval with modification as well as instructions or directed actions. (3.) Recommendations can include who is to take action. The briefer records the decision. When a decision is involved and any ambiguity exists about the commander s intent, the briefer submits a draft of the memorandum for record for correction before preparing the final document. Lastly, the briefer informs proper authorities. (4). The briefer distributes the final memorandum for record to staff elements and agencies required to act on the decisions or instructions or whose plans or operations may be affected. Check on Learning: Question: Collection of information and constructing the briefing is an example of which of the following? a. Plan 10

11 b. Prepare c. Assess Answer: Prepare Review Summary: Summarize the learning activity. TLO - LSA 2. Learning Step / Activity TLO - LSA 2. Identify Target Audience Method of Instruction: Facilitator Instr Type (I:S Ratio/Qty): 79T Certified Instructor (1:16/0) Time of Instruction: 10 mins Instructional Strategy: Small Group Instruction Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. a. When preparing for your briefing why is identifying you target audience important? b. What are some of the factors you would take into consideration when identifying you target audience? And why? Possible Answers: Make sure all of these areas are covered (Ask why each is important.): 1. Number of participants? 2. Who are the ranking members? 3. What are their official positions? 4. How well do they know the subject? 5. What are their interests? 6. What is the anticipated reaction? Check on Learning: Question: What is the most important aspect when identifying your target audience? And why? Answer: Will vary Review Summary: Summarize the learning activity. Show VU:3 TLO 11

12 SECTION IV. SUMMARY Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Conference/Discussion 79T Certified Instructor (1:16/0) 5 mins Small Group Instruction Check on Learning Review/ Summary Conduct a check on learning at the end of each LSA. Summarize the learning activity. 12

13 SECTION V. STUDENT EVALUATION Testing Requirements Feedback Requirements Refer student to the Individual Student Assessment Plan (ISAP). Schedule and provide immediate feedback in context to the material presented. Answer students questions, correct misunderstandings, and provide remedial training as needed. 13

14 Appendix A - Viewgraph Masters ARNG-SLC - Conduct Military Briefings 805B-PCB9T010 / Version 2.1 Sequence Media Name Media Type A-1

15 Appendix B - Test(s) and Test Solution(s) B-1

16 Appendix C - Practical Exercises and Solutions PRACTICAL EXERCISE(S)/SOLUTION(S) FOR LESSON 805B-PCB9T010 Version 2.1 C-1

17 Appendix D - Student Handouts ARNG-SLC - Conduct Military Briefings 805B-PCB9T010 / Version 2.1 Sequence Media Name Media Type D-1

18 Appendix E - TRAINER'S LESSON OUTLINE ARNG-SLC - Conduct Military Briefings 805B-PCB9T010 / Version 2.1 DRAFT 1. The importance of this lesson: (Why) Conduct Military Briefings 2. What we want our Soldiers to Achieve: (Outcomes/Standard) Student must deliver an Information Brief that covers an Area Strength Maintenance Plan. Student must recieve to receive a 80% or higher on a grading rubric to recieve a GO. 3. Tasks to be taught Task Number Task Title Task Type 805B-79T-3205 Conduct a Military Briefing Individual TAUGHT Additional Non-Standard Tasks 4. References: Reference Number Reference Title Date FM 6-0 COMMANDER AND STAFF ORGANIZATION AND OPERATIONS 05 May 2014 Additional Non-Standard References 5. Resources E-1

19 TIME: Time of Instruction: 1 hr 0 mins LAND: Classroom, Training Area, and Range Requirements Id M Name Classroom, Multipurpose, 1600 Square Feet, 40 Students AMMO: Ammunition Requirements DODIC Name MISC: Materiel Items and TADSS Requirements Id Name C Power Supply Assembly, TYX: Battery Back Up UPS APC C Projector, LCD/DLP: ELP7200 Epson C Screen Projection, Rear/Fixed or PT: 980S Quartet C COMPUTER, PERSONAL WORKSTATION C COMPUTER MICRO LAP TOP PORTABLE AC Display Unit: Smartboard White Marker Assortment, Tube Type C Easel, portable with/without Access TY SZ AA: QRT500TE Quartet C Television Large Screen, with Stereo Speakers: Regza 42RV530U Toshiba (Note: Asterisk before ID indicates a TADSS.) Additional Non-Standard Resources 6. A possible technique to achieve the outcome: 7. Conduct AAR with Soldier and Cadre. NOTE: Before presenting this lesson, Instructors must be thoroughly prepared by studying the appropriate lesson plan and identified reference material. E-2

20 E-3